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http://www.chron.com/disp/story.mpl/front/5652246.html This is part of an article a March 2008 Houston Chronicle

New Braunfels teachers: Principal said he'd kill them By ROGER CROTEAU

NEW BRAUNFELS — A middle school principal threatened to kill a group of science teachers if their students did not improve their standardized test scores, according to a complaint filed with the New Braunfels Police Department.

CROTEAU, R. (2008, March). New Braunfels teachers: Principal said he'd kill them. Houston Chronicle, p. 1.

Retrieved July 17, 2010, from Http://www.chron.com/disp/story.mpl/front/5652246.html.


Anita White, who taught at New Braunfels Middle School for 18 years before being transferred this month to the district's Learning Center, said Principal John Burks made the threat in a Jan. 21 meeting with eighth-grade science teachers.

CROTEAU, R. (2008, March). New Braunfels teachers: Principal said he'd kill them.

Houston Chronicle, p. 1. Retrieved July 17, 2010, from Http://www.chron.com/disp/story.mpl/front/5652246.html.


She said Burks was angry that scores on benchmark tests were not better, and the scores on the upcoming Texas Assessment of Knowledge and Skills tests must show improvement.

CROTEAU, R. (2008, March). New Braunfels teachers: Principal said he'd kill them. Houston Chronicle, p. 1. Retrieved July 17, 2010, from Http://www.chron.com/disp/story.mpl/front/5652246.html.


"He said if the TAKS scores were not as expected he would kill the teachers," White said. "He said 'I will kill you all and kill myself.‘



He finished the meeting that way and we were in shock. Obviously, we talked about it among ourselves. He just threatened our lives. After he threatened to kill us, he said, 'You don't know how ruthless I can be.‘


Eleven tips on how to hire women and how to get the most efficiency out of them. Women were needed in the workplace because of the manpower shortage created by World War II.

General experience indicates that “husky” girls—those who are just a little on the heavy side---are more even tempered and efficient than their underweight sisters.

Give the female employee a definite day-long schedule or duties so that they’ll keep busy without bothering the management for instructions every few minutes. Numerous properties say that women make excellent workers when they have their jobs cut out for them, but that they lack initiative in finding work themselves.

Reward or punishmentMeeting basic needsSeeking to understand why some people want

to achieve success or why some people failIntrinsic or extrinsic motivatorsTeacher expectancyChanged your attitudeGoals

This theory seeks to understand what people attribute (explanation or excuses) why people succeed or fail.

ASSUMES THAT PEOPLE ALWAYS WANT TO MAINTAIN A GOOD SELF-IMAGE.

AbilityEffortTask DifficultyLuck

Internal reasons that are stable:Success “I’m smart.”Failure“I’m stupid”

Internal reasons that are unstable:Success: “I tried hard”Failure: “I didn’t really try”

External reasons that are stable:Success: “It was easy”Failure: “It was too hard.”

Success comes from GOOD LUCK “I lucked out”Failure comes from BAD LUCK “I had bad

luck”

Luck comes from external sources that are uncontrollable and unstable.

Student’s efforts to achieve depend on their expectations of reward.

If you feel you can get an A easily then you put in less effort.

If you feel that you have no hope in getting a good grade, you put in little to no effort.

Students put in more effort if there is a moderate (not high or low) chance of success.

High achievers choose goal-oriented activities.

Students have: Learning goals (Students see the purpose of

school as gaining skills.)Performance goals: (Students want positive

judgment or avoid negative judgment)

“Nothing I do matters”

“She is just lazy. She doesn’t even try.”

“You can’t do this, let me do it.”

Some strategies of relieve Test Anxiety avoid time pressure gradually introduce difficult items on the

test simple answer formats offer practice tests that will not impact the

students level of success relaxation skills training teach test taking skills

Nonverbal:Longer wait times may communicate high

expectations and increase student achievement. Research shows that teachers wait longer for answers from students that they have high expectations from.

GroupingTreat all students equal

Strategies for Promoting Intrinsic Motivation in your students (based on Lepper,

1988).

Control

Challenge

Curiosity

Contextualization


1988).

Control

Challenge

Curiosity

Contextualization

Promote the learners' sense of control over activities


1988).

Control

Challenge

Curiosity

Contextualization

Provide students with a continuously challenging activity.


1988).

Control

Challenge Curiosity

Contextualization

Provoke the learners' curiosity.


1988).

Control

Challenge

Curiosity

Contextualization

Present the activity in a natural, interesting context. Present the activity in a simulation or fantasy context of interest to the student.

Rewards: social or academicPunishments: social or academic

Feedback: praise or negative comments or constructive criticism

Contingent praise must be specific and credible.Students will accept constructive criticism from

someone they respect and trust.

Is the goal of your classroom:

Competitive

Individual

Cooperative

HOW TO ORGANIZE YOURSELFRock paper scissor game—divide into 2

groupsEach group: 1.Line yourself up into what age range you

want to teach 2. Count off by 5s—this is your new group

Find a piece of large post it note paper on the wall for your group to use. Group 1 uses a different wall than Group 2

Pick the person who was born the furthest away from Beaumont. That person gathers the materials for your group. Pass out the materials.

Find a volunteer scribe in your group of 4. Find a design specialist. That person will draw

pictures or designs to explain the concepts. The scribe will write the important points that

you find. The design specialist will illustrate the poster.

You have 10 minutes to prepare your “poster”.

Gather your materials. Have a person from each group explain the “poster” to their large group.

WE CANNOT TEACH THEM UNTIL WE HAVE

MOTIVATED THEM.

Kenealy, P., Frude, N., & Shaw, W. (1988). Influence of children's physical attractiveness on teacher expectations. JOURNAL OF SOCIAL PSYCHOLOGY, 128(3), 373-383. EJ 376 901

Good or Bad, What Teachers Expect from Students They Generally Get! ED426985 98 Good or Bad, What Teachers Expect from Students They Generally Get! ERIC Digest. Author: Tauber, Robert T.

ERIC Clearinghouse on Teaching and Teacher Education, Washington, DC.

This publication was prepared with funding from the Office of Educational Research and Improvement, U.S. Department of Education, under contract number RR93002015. The opinions expressed in this report do not necessarily reflect the positions or policies of OERI or the Department.

THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC

http://education.calumet.purdue.edu/vockell/EdPsyBook/Edpsy5/Edpsy5_personality.htm

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